The prime focus on the social processes of schooling within
educational ethnography has tended to marginalise or eschew the
importance of other 'informal' educational sites. Other social
institutions, such as family, community, media and popular culture,
work and prisons are salient arenas in which behaviours and lives
are regulated. They all interrelate and are all implicated in the
generation, management and development of social identities and the
social and cultural reproduction of structures and relations.
Individuals, though, are not merely shaped by these social
institutions, their agency is evident in the way they creatively
adapt and accommodate to the tensions and constraints of economic,
educational and social policies. The maintenance of self in these
situations requires identity work involving mediation, conflict,
contestation and modes of resistance, which often contribute to a
continual reconstruction of situations and contexts.
This volume of Studies in Educational Ethnography focuses on
identity and agency in a variety of social institutions in
educational ethnography. The contributors explore these themes in a
wide range of international contexts including; Belgium, Sweden,
North America, South Africa and England. They demonstrate the
capacity of educational ethnography to provide accounts of
participants' perspectives and understandings to highlight the
agency of educational subjects.
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